CRITERIA, INDICATORS, AND LEVELS FOR DEVELOPING PRE-SERVICE EFL TEACHERS’ AUDITIVE COMPETENCE
DOI:
https://doi.org/10.5281/zenodo.21133392Ключевые слова:
auditive competence, pre-service teachers, motivational approach, autonomy support, metacognitionАннотация
Auditive competence is a fundamental component of communicative competence and a prerequisite for effective
classroom interaction, instructional decision-making, and the professional development of pre-service English language
teachers. However, in many EFL contexts, listening is taught primarily as a test-oriented comprehension skill rather
than as a strategically regulated and motivationally supported competence. This article proposes and operationalizes a
motivational approach to developing pre-service teachers’ auditive competence by specifying (1) core criteria, (2) measurable
indicators, and (3) performance levels for diagnosing and enhancing listening competence in teacher education programs.
Grounded in Self-Determination Theory, second language (L2) motivation research, and studies on metacognitive
awareness in listening, the article outlines a methodology for implementing a motivational listening intervention through
goal setting, autonomy support, expectancy–value enhancement, and metacognitive strategy instruction. Findings based
on an illustrative dataset indicate a post-intervention shift toward moderate and high levels of competence, suggesting
that motivationally informed instructional design strengthens learners’ persistence, strategic behavior, and listening performance.
The article concludes with implications for curriculum design, assessment practices, and teacher education
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